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The effect of integrated affective-cognitive teaching and learning approach on student’s learning in engineering education

Lashari, Tahira Anwar (2015) The effect of integrated affective-cognitive teaching and learning approach on student’s learning in engineering education. PhD thesis, Universiti Tun Hussein Onn Malaysia.

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Abstract

Prevalent practices in engineering education do not often consider the affective learning needs due the difficulty in integrating affects into teaching that focuses more on the cognitive learning needs. However, affective learning could be used to support the internalization of cognitive learning needs. Therefore, to strike a balance between pursuit of cognitive and affective goals an integrated affective-cognitive teaching and learning approach framework is proposed. The affective variables of interest are selfefficacy, locus of control, attitude towards engineering, and behavioural engagement. To determine the effectiveness of the integration of affective-cognitive teaching and learning approach the quasi experimental research design was conducted on 70 engineering students (36 in experimental group and 34 in control group) who were enrolled in a Diploma of engineering programme in the Universiti Tun Hussein Onn Malaysia. Existing self-report instruments were adopted and used to measure locus of control, self-efficacy and attitude towards engineering; behavioural observation checklist was used to assess behavioural engagement and scores obtained on selected course was used to measure academic achievement. The data analysis using MANCOVA indicates that the experimental group was better on the achievement test (cognitive learning) and attitude measures (affective learning) compared to the control group. Observational data indicate that the proposed approach promotes certain types of positive behavioural engagement while suppressing certain types of negative engagements. Thus, it is concluded that the proposed framework can be used as a guideline in designing effective instructional materials for developing holistic student’s attitude.

Item Type: Thesis (PhD)
Subjects: L Education > LB Theory and practice of education > LB1050 Educational psychology
Depositing User: Normajihan Abd. Rahman
Date Deposited: 30 May 2016 07:26
Last Modified: 30 May 2016 07:26
URI: http://eprints.uthm.edu.my/id/eprint/8051
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